kindergarten q1 16-17.d… · web vie

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 1st Nine Weeks Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2016/2017

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


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The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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http://tn.gov/education/article/english-language-arts-standards



Curriculum Maps, Grades K-2

● Begin by examining the selected text(s) and the target Reading Foundational Skills. Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements to help. ● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best

target the essential question and content for the week, as well as alignment to standards. ● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction and literacy stations.

Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the


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TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some stories in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://achievethecore.org/

http://achievethecore.org/



TDOE Curriculum Standards Evidence Statements Content & Tasks

Week 1 Reading Selections

● Teacher selected read alouds

Staggered Entry Performance Assessments (Teacher Choice)

● Journeys Emerging Literacy Survey● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 2Reading Selections

Nursery Rhymes

● Jack and Jill● One, Two, Three, Four, Five● Pease Porridge Hot● Colors● To Market, To Market● Teacher selected read alouds

Reading Foundational Skills

RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet.

RF.K.2a-Recognize and produce rhyming words.

RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Demonstrates an emerging understanding that spoken words can be written with letters in a certain way.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to hear and say rhyming words. Demonstrates the ability to take words apart and blend

them together in many different ways.

Print Concepts, Phonemic Awareness, Phonics, Fluency

● Rhyming Words – Teacher’s Edition pp. WTK 4, 8

● Blend Syllables – Teacher’s Edition pp. WTK 6, 10, 11

● Letter names: Aa, Bb, Cc, Dd, Ee

● Model Fluency● Echo Reading

Performance Assessments


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TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Emerging Literacy Survey● Journeys Grab-and-Go ● Journeys Reader’s Notebook● SCS Kindergarten Report Card Assessment Book● Teacher-created

Reading Literature and Informational Text

RL.K. 4-Ask and answer questions about unknown words in a text.

RL.K. 5-Recognize common types of texts (e.g., storybooks, poems).

Provides a statement or other expression that shows understanding of unknown words in a literary text.

Asks questions about unknown words in a literary text. Demonstrates the ability to recognize common types of

texts.


● Journeys Reader’s Notebook ● Journeys Grab-and-Go Assessments● SCS Kindergarten Report Card Assessment Book● Teacher-created

Writing/Research

W.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

States an opinion or preference about a topic or book using a combination of drawing, dictating, and/or writing.

Includes the topic or name of the book they are writing about when stating an opinion or preference.

Routine Writing

● Journal writing● Shared writing

Writing Tasks

● Practice writing first name.● Draw their favorite part of a story read aloud.

Speaking and Listening

SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.

SL.K.4-Describe familiar people, places, things, and events/provide details with prompting and support.

SL.K.6-Speak audibly and express thoughts, feelings, and

Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.

Demonstrates the ability to follow rules for discussions. Demonstrates the ability to continue conversation through

multiple exchanges. Demonstrates the ability to ask and answer questions to

seek help, get information, or clarify something that is not understood.

Demonstrates the ability to describe familiar people, places, things, and events.

Demonstrates the ability to provide additional detail with


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go ● Journeys Reader’s Notebook● SCS Kindergarten Report Card Assessment Book

Ongoing Class Routines


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ideas clearly.

prompting and support. Demonstrates ability to speak audibly and express

thoughts, feelings, and ideas clearly.

● Continuation of classroom rules and procedures● Expectations for Responsive Classroom activities such as

Morning Meeting● Group behaviors, classroom routines and procedures,

collaborative conversations

Language

LK.1a-Print many upper- and lowercase letters.

LK.5a-Sort common objects into categories to gain a sense of concepts the categories represent.

Demonstrates knowledge of upper and lower case letters when writing.

Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.

Vocabulary

● Environmental Print

Lesson Vocabulary

● Rhyme, school, principal, cafeteria, sort

Language Arts

● Participate in shared writing activities

● Write upper- and lower-case letters


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go ● Journeys Reader’s Notebook● SCS Kindergarten Report Card Assessment Book● Teacher-created


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Week 3Reading Selections

Nursery Rhymes:

● I Went Upstairs● Quack, Quack, Quack● Mix a Pancake● Sing a Song of Sixpence● Little Arabella Stiller● Teacher selected read alouds


RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.



RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Demonstrates an emerging understanding that spoken words can be written with letters in a certain way.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to hear and say rhyming words. Demonstrates the ability to take words apart and blend

them together in many different ways.


● Rhyming Words – Teacher’s Edition pp. WTK 14, 18

● Blend and Segment Syllables – Teacher’s Edition pp. WTK 16, 20, 22

● Letter names: Ff, Gg, Hh, Ii, Jj

● Model Fluency● Echo Reading




RL.K.4-Ask and answer questions about unknown words in a text.

RL.K.5-Recognize common types of texts (e.g., storybooks,

Provides a statement or other expression that shows understanding of unknown words in a literary text.

Asks questions about unknown words in a literary text. Demonstrates the ability to recognize common types of


● Journeys Grab-and-Go Assessments● Journeys Reader’s Notebook


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TDOE Curriculum Standards Evidence Statements Content & Taskspoems). texts. ● SCS Kindergarten Report Card Assessment Book

● Teacher-created

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance Indicator for RL.K.4: Ask and answer questions about unknown words in a text.

Read

ing

Level 1: Entering

Ask and answer questions about the meaning of content-based words and/or answer questions about high-frequency, unknown words in a leveled text using single words and short phrases.

Level 2: Emerging

Ask and answer questions about the meaning of content-based words and/or answer questions about key words in a leveled text using pictures, phrases and short sentences.

Level 3: Developing

Ask and answer questions about the meaning of key words in a leveled text using simple, related sentences.

Level 4: Expanding

Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences.

Level 5: Bridging

Ask and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:

North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/Research

W.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

States an opinion or preference about a topic or book using a combination of drawing, dictating, and/or writing.

Includes the topic or name of the book they are writing about when stating an opinion or preference.

Routine Writing

● Journal writing● Shared writing

Writing Tasks

● Draw, dictate or write to state an opinion about a book or


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http://www.livebinders.com/play/play?id=1089921%20



TDOE Curriculum Standards Evidence Statements Content & Tasksnursery rhyme.

● Practice writing first name.




SL.K.4-Describe familiar people, places, things, and events/provide detail.

SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.


Demonstrates the ability to follow rules for discussions. Demonstrates the ability to ask and answer questions to

seek help, get information, or clarify something that is not understood.


Demonstrates the ability to provide additional detail with prompting and support.

Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly.


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go ● Journeys Reader’s Notebook● SCS Kindergarten Report Card Assessment Book





Language

LK.1a-Print many upper- and lowercase letters.


Vocabulary

● Environmental Print

Lesson Vocabulary

● Rhyme, school, principal, cafeteria, library, support class, computer

Language Arts

● Write upper- and lower-case letters


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Weeks 4-5-Lesson 1 *See TWAG in AppendixReading Selections

● Big Book: What Makes a Family?● Read Aloud: Building with DadEssential Question: What is the same about all families? (place holder)


RF.K.1a-Follow words from left to right, top to bottom, and page by page.



RF.K.2d-Isolate and pronounce sounds in three-phoneme words.

RF.K.3c-Read common high-frequency words by sight (e.g., I).

Demonstrates the ability to track words left to right in a book.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to hear and say rhyming words. Demonstrates the ability to add, change, and count

sounds to make new words. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letters Kk. Ll, Mm, Nn. Oo● Rhyming Words


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Literacy Station Activities (introduce)

● Phonemic Awareness/Phonics/Word study station (choose one only): Journeys Word Study flip chart, Lesson 1, alphabet manipulatives, letter matching, match pictures that rhyme, additional optional activities:http://www.fcrr.org/studentactivities/P_003a.pdfhttp://www.fcrr.org/studentactivities/PA_002a.pdf


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http://www.fcrr.org/studentactivities/PA_002a.pdf

http://www.fcrr.org/studentactivities/P_003a.pdf





RI.K.2-With prompting and support, identify the main topic and retell key details of a text.

RI.K.5-Identify the front cover, back cover, and title page of a book.

RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Related Social Studies Standard

K.1 Describe familiar people, places, things and events, with clarifying detail about a student’s home, school, and community.

Provides a statement of the main topic of a text. Provides a retelling of key details in a text. Provides an identification of the front cover of a book. Provides an identification of the back cover of a book. Provides an identification of the title page of a book. Provides an identification of the author of a text and what

the author’s role is in presenting the ideas or information in that text.

Provides an identification of the illustrator of a text and what the illustrator’s role is in presenting the ideas or information in that text.


● Journeys Grab-and-Go, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Text Dependent Questions

Who are some people that are included in a family? (key details)

What does the word memories mean? (vocabulary) How do we know that families are special? Share things

the author tells us from the story. (opinions)

Writing/Research

W.K.3-Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Narrates a single event using a combination of drawing, dictating, and/or writing.

Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.

Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.

Provides a reaction to what happened during the event(s) when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.

Routine Writing

● Teacher’s Edition pp. T29, T45, T57, T67, T73

Daily/ Weekly Writing

● Draw, dictate, and label

● Shared Writing Activities

Writing Tasks

● *See TWAG


SL.K.1a-Follow agreed-upon rules for discussions (e.g.,




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listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.K.1b-Contiune a conversation through multiple exchanges.

SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.


multiple exchanges. Demonstrates the ability to confirm understanding of a text

read aloud by answering and asking questions about key details.

Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.

Demonstrates the ability to request clarification if something is not understood.


Routines

Opening Routines

Teacher’s Edition pp. T12-13, T30-31, T46-47, T58-59, T68-69

Dig Deeper: T52-53


● Continuation of classroom rules and procedures● Introduce procedures for literacy stations● Expectations for Responsive Classroom activities such as

Morning Meeting● Group behaviors, classroom routines and procedures, collaborative conversations

Language

L.K.1a-Print many upper- and lowercase letters

L.K.1b-Use frequently occurring nouns and verbs

L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.

L.K.5c-Identify real-life connections between words and their use.

Demonstrates knowledge the ability to print upper and lower case letters when writing.

Demonstrates command of the conventions of grammar through the frequent use of nouns and verbs.

Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.

Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use.

Vocabulary

● Daily Vocabulary Boost● Classify/Categorize: Family Words

● Nouns for People

● *TWAG


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TDOE Curriculum Standards Evidence Statements Content & TasksVocabulary for Explicit Instruction

● family, rhyme, noun, author, illustrator

● http://www.htsb.org/wp-content/uploads/2014/07/ Academic-Language-Functions-toolkit.pdf

Language Arts

Grammar Focus

● Nouns for People

Ongoing Grammar Focus

● Participate in shared writing and group editing activities

● Recognize capital letters

● Name all upper- and lower-case letters

● Print upper and lower-case letters


● Journeys Grab-and-Go, Lesson 1● Journeys Reader’s Notebook, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 6-Lesson 2Reading Selections

Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School


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http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf




TDOE Curriculum Standards Evidence Statements Content & TasksEssential Question: Why is it important to follow rules at school?


RF.K.1a-Follow words from left to right, top to bottom, and page by page.



RF.K.3c-Read common high-frequency words by sight (e.g., I, like).

Demonstrates the ability to track words left to right in a book.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to hear and say rhyming words. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letters Pp, Qq, Rr, Ss, Tt● Beginning Sounds● Pause for Punctuation


● Focus on accuracy and purpose● Echo reading, choral reading, independent oral reading● Practice reading “like talking” (e.g., smooth, expressive)


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 2● Journeys Reader’s Notebook, Lesson 2● SCS Kindergarten Report Card Assessment Book● Teacher-created

Literacy Station Activities

● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 2, alphabet manipulatives, letter matching, match pictures with the same beginning sound, additional optional activities: http://www.fcrr.org/studentactivities/PA_036a.pdf


RL.K.2- With prompting and support, retell familiar stories, including key details.

RL.K.3-With prompting and support, identify characters,

Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story. Provides an identification of the author of a story and what

the author’s role is in telling the story. Provides an identification of the illustrator of a story and


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 2● Journeys Reader’s Notebook, Lesson 2● Teacher-created


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http://www.fcrr.org/studentactivities/PA_036a.pdf



TDOE Curriculum Standards Evidence Statements Content & Taskssettings, and major events in a story.

RL.K. 6-With prompting and support, name the author and illustrator and define the role of each.

RI.K.5-Identify the front cover, back cover, and title page of a book.



K.15 Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules.

what the illustrator’s role is in telling the story. Provides an identification of the front cover of a book. Provides an identification of the back cover of a book. Provides an identification of the title page of a book. Provides an identification of the author of a text and what

the author’s role is in presenting the ideas or information in that text.



What are some ways that the children were showing that they can be friends at school? (key details)

What does it mean to “break a rule?” (vocabulary) Why is it important to follow rules at school? Use

reasons from the story? (opinions)


Model Performance Indicator for RLK.3: With prompting and support, identify characters, settings, and major events in a story.

Read

ing

Level 1: Entering

Identify and describe the main characters and setting of a story using single words, simple phrases.

Level 2: Emerging

Identify and describe the main characters and setting of a story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: Developing

Identify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.

Level 4: Expanding

Identify and describe the main characters and setting of a story using detailed sentence of varied lengths with specific and some technical vocabulary related to the story.

Level 5: Bridging

Identify and describe the main characters and setting of a story using complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.



Writing/Research

W.K.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name

Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.

Routine Writing



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TDOE Curriculum Standards Evidence Statements Content & Taskswhat they are writing about and supply some information about the topic.

Daily/ Weekly writing

● Draw, dictate and label

● Daily Journal


Writing Tasks

● After reading the text, “How Do Dinosaurs go to School?” the students will create a class set of rules to follow at school. Students will write/dictate and illustrate one of the rules the class created, and tell how they will or what they can do to follow it.




SL.K. 2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.




multiple exchanges. Demonstrates the ability to confirm understanding of a

text read aloud by answering and asking questions about key details.

Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.

Demonstrates the ability to request clarification if something is not understood.


Demonstrates the ability to provide additional detail with



Routines

Opening Routines

● Teacher’s Edition pp. T106-107, T124-125, 140-141, T152-153, T162-163

● Dig Deeper: T146-147



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TDOE Curriculum Standards Evidence Statements Content & Tasksprompting and support. ● Continuation of classroom rules and procedures, including

procedures for literacy stations● Expectations for Responsive Classroom activities such as



Language

L.K.1b-Use frequently occurring nouns and verbs.

L.K.1f -Produce and expand complete sentences in shared language activities.

L.K.5b- Demonstrate understanding of verbs and adjectives by relating them to their opposites.

L.K.5c-Identify real-life connections between words and their use.


With guidance and support, link two or more words together in communication.

Shows understanding of word relationships and nuances in word meanings by demonstrating understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use.

Vocabulary

● Daily Vocabulary Boost● Antonyms

Vocabulary for Explicit Instruction

● antonym, character, infer, predict, rules, opposites


Language Arts

Grammar Focus

● Nouns for Animals and Things







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TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Grab-and-Go, Lesson 2● Journeys Reader’s Notebook, Lesson 2● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 7-Lesson 3Reading Selection(s)

● Big Book: Please Puppy Please● Read Aloud: I Have a Pet!Essential Question: What are ways that people need to care of their pets?


RF.K.1c-Understand that words are separated by spaces in print.



RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the).

Shows an understanding that words are separated by spaces.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to add, change, and count

sounds to make new words. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letters Uu, Vv, Ww, Xx, Yy, Zz● Beginning Sounds● Words in Oral Sentences● Pause for Punctuation● Reading Rate


● Focus on accuracy and purpose● Echo reading, choral reading, independent oral reading

Practice reading “like talking” (e.g., smooth, expressive)




● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 3, alphabet


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TDOE Curriculum Standards Evidence Statements Content & Tasksmanipulatives, letter matching, match pictures with the same beginning sound, additional optional activities:http://www.fcrr.org/studentactivities/P_010a.pdf


RL.K.2-With prompting and support, retell familiar stories, including key details.

RL.K.3-With prompting and support, identify characters, settings, and major events in a story.

Provides a retelling of a familiar story, including key details

Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story.


● Journeys Grab-and-Go, Lesson 3● Journeys Reader’s Notebook, Lesson 3● Teacher-created


What is a pet? (general understanding) What does the word “fetch” mean? (vocabulary) In Please Puppy Please, why do you think the children

always want the puppy to be theirs? Use the story to support your answer. (inference)

Literacy Station (introduce)

● Comprehension station: Journeys flip chart, Lesson 3, listening station/audio book, illustrate a detail from the story, additional optional activities:http://www.fcrr.org/studentactivities/c_010a.pdf


Model Performance Indicator for RLK.2: With prompting and support, retell familiar stories, including key details.

Read

ing

Level 1: Entering

Retell story using single words, simple phrases and/or acting out the parts of the story.

Level 2: Emerging

Retell story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: Developing

Retell story using general and some specific vocabulary related to the story. Oral or written language with some phonological, syntactical or semantic errors is expected.

Level 4: Expanding

Retell the story in sequence using detailed sentences with specific and some technical language related to the story. Use sentences of varying lengths.

Level 5: Bridging

Retell the story in sequence using complex detailed sentences. Make connections and use specialized language related to the story. Use a variety of sentence lengths and types.



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http://www.fcrr.org/studentactivities/c_010a.pdf






Writing/Research

W.K.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


Routine Writing



● Draw, dictate and label

● Daily Journal


Writing Tasks

● Illustrate and write about a pet from the story you would like to have. Use details from the story to explain your choice.




Demonstrates the ability to continue conversation through multiple exchanges.


Demonstrates the ability to provide additional detail with prompting and support.



RoutinesOpening Routines

● Teacher’s Edition pp. T200-201, T218-219, T234-235, T246-247, T256-257




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TDOE Curriculum Standards Evidence Statements Content & Tasks● Continuation of classroom rules and procedures, including

procedures for literacy stations● Expectations for Responsive Classroom activities such as



Language


L.K.5d-Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.


Shows understandings of word relationships and nuances in word meanings by acting out the meanings of verbs describing the same general action (e.g. walk, march, strut, prance), thereby showing the ability to distinguish shades of meaning.

Vocabulary

● Daily Vocabulary Boost● Synonyms


synonym, infer, predict, pet● http://www.htsb.org/wp-content/uploads/2014/07/

Academic-Language-Functions-toolkit.pdf

Language Arts

Grammar Focus

● Nouns for Animals and Things







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TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Grab-and-Go, Lesson 3● Journeys Reader’s Notebook, Lesson 3● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 8-Lesson 4Reading Selection(s)

● Big Book: Everybody Works● Read Aloud: Pizza at Sally’sEssential Question: Why is it important for a community to have many different kinds of jobs?Reading Foundational Skills

RF.K.1c-Understand that words are separated by spaces in print.



RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.

RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the, and).

Shows an understanding that words are separated by spaces.


sounds to make new words. Demonstrates the ability to know and apply phonics and

word analysis skills when producing words. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letter/sound Mm, /m/● Beginning sounds● Words in oral sentences● Pause for punctuation






● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 4, alphabet manipulatives, letter matching, match pictures with the same beginning sound /Mm/, additional optional activities: http://www.fcrr.org/studentactivities/P_001b.pdf


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http://www.fcrr.org/studentactivities/P_001b.pdf



TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational Text

RL.K.5-Recognize common types of texts (e.g., storybooks, poems).

RL.K.6-Name the author and illustrator and define the role of each.


RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear.


K.20 Identify roles of authority figures at home, at school, and in government to include parents, school principal, volunteers, police officers, fire and rescue workers, mayor, governor, and president.

Demonstrates the ability to recognize common types of texts

Provides an identification of the author of a story and what the author’s role is in telling the story.

Provides an identification of the illustrator of a story and what the illustrator’s role is in telling the story.

Provides an identification of the author of a text and what the author’s role is in presenting the ideas or information in that text.


Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).




What are some of the ways that people work? (key details)

What does creating mean on p. 9? (vocabulary) Describe a job you would like to have as an adult, and

explain why, using the text to support your answer. (opinions)


● Comprehension station: Journeys Comprehension flip chart, Lesson 4, listening station/audio book, choose an illustration from the text and write about it, additional optional activities:http://www.mes-english.com/flashcards/files/people.pdfhttp://www.mes-english.com/flashcards/files/people_flash.pdf


Model Performance Indicator for RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Read

ing

Level 1: Entering

Describe connections between the illustration and text in using single words.

Level 2: Emerging

Describe connections between the illustration and text using a phrase and/or short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary

Level 3: Developing

Describe connections between the illustration and text using simple sentences.

Level 4: Expanding

Describe connections between the illustration and text using expanded and some complex sentences.

Level 5: Bridging

Describe connections between the illustration and text using multiple, complex sentences.



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http://www.mes-english.com/flashcards/files/people_flash.pdf

http://www.mes-english.com/flashcards/files/people_flash.pdf

http://www.mes-english.com/flashcards/files/people.pdf



TDOE Curriculum Standards Evidence Statements Content & TasksNorth Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/Research

W.K.2- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic..

W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Recalls information from experiences to answer questions using a combination of drawing, dictation, and/or writing.

Gathers information from provided sources to answer a question in a product that includes drawing, dictation, and/or writing.

Routine Writing

● Teacher Edition pp. T311, T327, T339, T349, T355


● Draw and label

● Daily Journal


Writing Tasks

● Using the pictures and the text, draw or write about three jobs from the story and why are they important in a community?



SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.


Demonstrates the ability to follow rules for discussions. Demonstrates ability to speak audibly and express

thoughts, feelings, and ideas clearly.


● Journeys Grab-and-Go, Lesson 4 ● SCS Kindergarten Report Card Assessment Book● Teacher-created


● Teacher’s Edition pp. T294-295, T312-313, T328-329, T340-341, 350-351




Morning Meeting Group behaviors, classroom routines


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TDOE Curriculum Standards Evidence Statements Content & Tasksand procedures, collaborative conversations

Language

L.K.1a-Print many upper- and lowercase letters.


L.K.1f-Produce and expand complete sentences in shared language activities.

L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.



Link two or more words together in communication. Demonstrates the ability to determine the meaning of

unknown and multiple-meaning words and phrases by using the most frequently occurring inflections and affixes as clues to the meaning of those words.

Vocabulary

● Daily Vocabulary Boost● Words for Jobs● Words with –ed and -ing


● work, job, care, describe, pound


Language Arts

Grammar Focus

● Action Verbs in the Present ● Narrative Writing




● Label my drawings using inventive spelling

● Recognize punctuation marks



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TDOE Curriculum Standards Evidence Statements Content & Tasks● Begin to use invented spelling when writing



Week 9-Lesson 5Reading Selections

● Big Book: The Handiest Things in the World● Read Aloud: The Little Red HenEssential Question: How do people use tools to accomplish a task?




RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.

RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the, and,).


sounds to make new words. Demonstrates the ability to know and apply phonics and

word analysis skills when producing words. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letter/sound Ss, /s/● Beginning sounds● Words in oral sentences● Pause for punctuation






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TDOE Curriculum Standards Evidence Statements Content & TasksLiteracy Station Activities

● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 5, alphabet manipulatives, letter matching, match pictures with the same beginning sound /Ss/, additional optional activities:http://www.fcrr.org/studentactivities/P_016a.pdf


RL.K.4-Ask and answer questions about unknown words in a text.

RL.K. 9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

R.L.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear.

Asks questions about unknown words in a literary text.

Provides a comparison and contrast of the adventures and experiences of characters in familiar stories.

Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).




How can hands be used as tools? (general understanding)

What does the word “enormously” mean on p. 23? (vocabulary)

In The Little Red Hen, the author says “working together makes working fun.” What does she mean by that statement? (inference)


● Comprehension station: Journeys Comprehension flip chart, Lesson 5, listening station/audio book, retelling cards, illustrate a story using details, additional optional activities:http://www.fcrr.org/studentactivities/c_002b.pdf

Writing/Research

W.K.3-Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W.K.8-With guidance and support from adults, recall information from experiences or gather information from

Narrates a single event using a combination of drawing, dictating, and/or writing.

Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.

Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.

Provides a reaction to what happened during the event(s)

Routine Writing

● Teacher Edition pp. T405, T423, T435, T445, T451


● Letter formation


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http://www.fcrr.org/studentactivities/c_002b.pdf




TDOE Curriculum Standards Evidence Statements Content & Tasksprovided sources to answer a question. when narrating a single event or several loosely linked

events, using a combination of drawing, dictating, and/or writing.

Recalls information from experiences to answer questions using a combination of drawing, dictation, and/or writing.

Gathers information from provided sources to answer a question in a product that includes drawing, dictation, and/or writing.

● Draw and label

● Daily Journal


Writing Tasks

● Draw and write about a tool you could use to complete a task from The Handiest Things in the World.



Demonstrates the ability to ask and answer questions to seek help, get information, or clarify something that is not understood.




● Teacher’s Edition pp. T388-389, T406-407, T424-425, T436-437, T446-447





Language


L.K.1d-Understand and use question words.

L.K.2a-Capitalize the first word in a sentence and the pronoun I.


Identifies answers to simple questions (e.g., who, what) from an array of choices.

Demonstrates an understanding of capitalization and the use of the pronoun I.

Demonstrates an understanding of punctuation when

Vocabulary

● Daily Vocabulary Boost● Synonyms



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TDOE Curriculum Standards Evidence Statements Content & TasksL.K.2b-Recognize and name end punctuation.

L.K.5d-Distinguish shades of meaning among verbs by acting out the meanings.

writing. Shows understandings of word relationships and nuances

in word meanings by acting out the meanings of verbs describing the same general action (e.g. walk, march, strut, prance), thereby showing the ability to distinguish shades of meaning.

● Details, synonyms, tools, cause, effect, action


Literacy Station Activities (introduce)Vocabulary Station: illustrate/label a tool, match words/illustrate, illustrate nouns, act out tool usage with a partner.

Language Arts

Grammar Focus

● Action Verbs in the Present Tense● Narrative Writing




● Label my drawings using inventive spelling

● Recognize punctuation marks


● Begin to use invented spelling when writing




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